1. Dr. Terry McDaniel and Dr. Chris Larson
Applying Leadership and Adult Learning Strategies to Strengthen School-Wide Professional Learning and Student Achievement.
Please take a sticker and place it on our charts –
How would you rate your school’s overall Professional Learning Environment?
How would your teachers rate your school’s overall Professional Learning Environment?
Thank you for joining us today. Before we begin, has everyone added to the two continuums which ask about how you perceive your school’s current PLC as well as how you perceive the teachers in your building would rate it? If not, it would be wonderful if you could do this for us.
Also, we would like to do a brief survey – how many of you are administrators in an elementary/junior high/high school/other building? (have them stand when their group is called).
Dr. Terry McDaniel and Dr. Chris Larson

2. Today’s Takeaways
Attendees will know more about adult learning influences and be able to apply strategies in their building.
Participants will compare leadership behaviors that have strong effects on student achievement and begin to implement into their own practice.

3. Andragogy (Adult Learning Practices) – What exactly is this?
Andragogy – Adults Pedagogy - Children
Teachers are adults!
Development of new National Standards for Educational Administration (NPBEA, 2015)
There is a serious disconnect between administrators and teachers on the effectiveness of professional learning.

6. Serious Disconnect

7. How do Indiana Principals and Teachers view their school’s PLE?
Results from February, 2017 survey:
Principal - mean score of their school’s PLE – 4.61
Teacher – mean score of their school’s PLE – 4.08
Results for our continuums today
Results from randomly selected 262 Indiana Principals and 433 Indiana K-12 teachers

8. Why is Andragogy important?
Research conducted in 2017 suggests that a school’s professional learning environment significantly improves when adult learning strategies are used.
Additionally -
96 % of principals reported that developing and maintaining their school’s professional learning environment was an important part of their job.
Only 50% entered the principalship prepared to lead adult learners and only 54% were prepared to develop a school’s overall professional learning environment.

9. Who is the Adult Learner? This we know -
I need to know what we are learning and exactly why it is important.
Please protect myself self-concept. I can self-direct myself and want to be treated as an adult.
I have both life and professional experience to share. My experiene defines who I am.
Focusing on real-life situations helps me. I think of things in a more life-centered framework compared to children who often see learning as subject-centered (math, reading, chemistry).
I am primarily intrinsic. Improving my job satisfaction and quality of life are important to me.
Knowles, 1990

10. What are some strategies we can use?
Ensure that teachers are aware of the objective
Encourage teachers to create their own objectives
Include active teacher participation
* Provide teachers opportunities to learn more on their own terms
When developing PD, take teacher’s experience levels into consideration (one size does not fit all)
Allow teachers a greater role in planning
What are some strategies that we can use?
1. First, make sure that teachers know the objective and that they understand and believe that it is important to them. This is something that the teachers that were surveyed felt was well done by school leaders.
2. Also well observed was that administrators encourage teachers to create their own objectives.
3. Areas we may wish to develop are making sure to include active teacher participation.
4. Provide teachers with more than one way to learn.
5. Take their experience into consideration. Do not require everyone to learn the same thing and at the same level. This reminds me of the _______videos everyone is required to watch. I would hate for teachers to view professional learning in the same manner that I view those videos.
6. Role in planning.

11. Make sure it is useful.
Reponses to the usefulness of school professional learning:
Principals – 5.04
Teachers – 3.94
Difference between opinions – 1.1
Make sure it is useful and has value. Our research mirrored that of Bill and Melinda Gates. Teachers do not view PLE as useful. Principals – 5.04; Teachers – 3.94
Be sure to consider best practices of professional development (# of times/duration, job-embedded, active participation)

12. Importance of principal participation in professional learning
Principals view their participation in professional learning much higher than teachers reported.
Why do you believe this is so?
What can we (or should we) do to change this perspective?
Difference between the means – 5.32 vs 4.18 shows 1.14
Importance of Principal Participation in Professional Learning.
Here is another that principals and teachers had significant differences in opinions.
Principals – 5.32; Teachers- 4.18; 1.14 difference
Why do you believe this is so? Turn to your partner
Also, what can we (or should we) do to change this perspective?
Turn and talk; Fullan, Marzano, and Hattie all have shown that principal participation is a proven practice in professional development to increase student achievement as well improve professional learng in schools.

13. Leadership also matters!
Instructional leadership is also important in the development and in sustaining a school’s PLE.
Leadership is also important – Practices that are also known to increase student achievement.

14. Hattie’s Barometer of Influence
Leadership Matters. This study also found that leadership behaviors also mattered. The study included several recommendations from John Hattie on leadership to increase student achievement.
Slide 14 –
Hattie’s Barometer of Influence
Meta-analysis of thousands of studies over the past twenty years.
Almost everything works in student learning. Not everything has the same level of influence.
Without teachers, students grow and develop naturally (yellow)
Average teacher influence
.40 is considered one year’s growth.
What we want is the zone of desired effects.
There are leadership behaviors that can greatly impact student achievement

15. Collective Teacher Efficacy (ES = 1.62)
Teachers believe: “We cause learning”
When everyone in a school Believes that together they can make a difference!
Greater levels of planning and organization
Openness to new ideas
Increased persistence and resiliency
Increased collaboration and sharing of best practices
Fewer discipline and special education referrals.
Collective Teacher Efficacy (ES = 1.62)
Teachers believe: “We cause learning”
When everyone in a school Believes that together they can make a difference!
Greater levels of planning and organization
Openness to new ideas
Increased persistence and resiliency
Increased collaboration and sharing of best practices
Fewer discipline and special education referrals.

16. Collective Teacher Efficacy Continuum

17. Leadership practices to build Collective Efficacy.
Build awareness
Empower teachers with shared decision –making
Inspire group purpose
Design and deliver efficacy building professional learning experiences.

18. Other Effect Sizes Lower Top:
Ability Grouping for the Gifted: ES = .30
Homework: ES=.29
Matching style of learning: ES = .23
Individualized instruction : ES = .23
Class size: ES = .21
Summer vacation: ES = -.02
Retention: ES =
Corporal punishment: ES = - .33
Top:
RTI: ES = 1.07
Classroom discussions: ES = .82
Teacher clarity: ES = .75
Feedback: ES = .73
Formative evaluations: ES = .68
Acceleration: ES = .64
Self questioning: ES = .64
Direct instruction: ES = .63
Teaching problem solving: ES = .63
Behavior = ES = .62
Vocabulary Programs – ES = .62
Metacognition and interventions for disabled : ES=.77

19. Additional leadership behaviors to apply to improve PLE and raise student achievement.
Leaders who believe their major role is to evaluate their impact. (ES = .91).
Leaders who get everyone in the school working together to know and evaluate their impact (ES = .91)
Leaders who are explicit with teachers and students about what success looks like. (ES=.77).
Leaders who set appropriate levels of challenge and who never retreat to “just do your best” (ES=.77).
(Hattie, 2015, p. 38)
These were also shown to influence a school’s PLE.
Also positively influences the PLE of our schools.
Leaders who believe their major role is to evaluate their impact. (ES = .91).
Leaders who get everyone in the school working together to know and evaluate their impact (ES = .91)
Leaders who are explicit with teachers and students about what success looks like. (ES=.77).
Leaders who set appropriate levels of challenge and who never retreat to “just do your best” (ES=.77).

20. Group Brainstorming
Split into school grade level configurations and brainstorm one of Hattie’s Leadership Behaviors or how to create school-wide Teacher Collective Efficacy
Teacher Collective Efficacy. When everyone in a school Believes that together they can make a difference! (ES = 1.62)
Leaders who believe their major role is to evaluate their impact. (ES = .91).
Leaders who get everyone in the school working together to know and evaluate their impact (ES = .91)
Leaders who are explicit with teachers and students about what success looks like. (ES=.77).
Leaders who set appropriate levels of challenge and who never retreat to “just do your best” (ES=.77).
Post it note or small group. If small group, ask participants to choose one of Hattie’s effect size results they would like to brainstorm. . If large group, divide the group into smaller groups perhaps by grade level configurations.
We would like for you to split into school grade level configurations and brainstorm one of Hattie’s Leadership Behaviors or how to create school-wide Teacher Collective Efficacy
Teacher Collective Efficacy. When everyone in a school Believes that together they can make a difference! (ES = 1.62)
Leaders who believe their major role is to evaluate their impact. (ES = .91).
Leaders who get everyone in the school working together to know and evaluate their impact (ES = .91)
Leaders who are explicit with teachers and students about what success looks like. (ES=.77).
Leaders who set appropriate levels of challenge and who never retreat to “just do your best” (ES=.77).

21. Questions? Recommendations? Comments?
If you would like more information, or
Thank you for joining us today!